Social Studies 6th Grade Unit 5 Plan
DURHAM PUBLIC SCHOOLS 2013-2014UNIT 5 PLAN FOR 6TH GRADE SOCIAL STUDIES
Top of Form
Unit Overview:Quarter TMLDirect One TMLDirect Two
X Three X Four / Instructional Time: 7 weeks/35 days (approximately)
Course/Grade Level: 6th Grade Social Studies
Unit Theme: Exchange and Encounter / Revised Bloom’s Taxonomy: Remembering, Understanding, Applying, Analyzing, Evaluating, Creating
Unit Summary: In this unit students will examine the expanding zones of exchange and encounter in early world history. Beginning with the Incas, students will focus on how various civilizations spread their culture via travel, trade, and transportation. They will look at these three main concepts as they study the Phoenicians, the Roman Empire, the Byzantine Empire, the Vikings, the Empire of Ghana, the Empire of Mali, the Songhai Kingdom, the Han Dynasty, and the Mongols. As they study each one, they will investigate the positive and negative effects of increasing exchange and encounter.
North Carolina Informational Technology Essential Standards:
6.SI.1.2 - Analyze content for relevance to the assigned task.
6.TT.1.1 – Select appropriate technology tools to gather date and information
6.TT.1.3 – Select appropriate technology tools to present data and information effectively
6.SE.1.2 - Apply the safety precautions necessary when using online resources
North Carolina Social Studies Essential Standards
6.H.1 Use historical thinking to understand the emergence, expansion and decline of civilizations, societies and regions over time.
· 6.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues over time.
· 6.H.1.2 Summarize the literal meaning of historical documents in order to establish context.
· 6.H.1.3 Use primary and secondary sources to interpret various historical perspectives. / Learning Targets:
· I can create my own chart, graph, or historical narrative to explain trade, travel, or transportation in early world history.
· I can identify a theme or point of a historical document related to exchange or encounter.
· I can use primary and secondary sources to understand various perspectives on trade and transportation in early world history.
6.H.2 Understand the political, economic and/or social significance of historical events, issues, individuals and cultural groups.
· 6.H.2.1 Explain how invasions, conquests, and migrations affected various civilizations, societies and regions
· 6.H.2.2 Compare historical and contemporary events and issues to understand continuity and change.
· 6.H.2.3 Explain how innovation and/or technology transformed civilizations, societies and regions over time
· 6.H.2.4 Explain the role that key historical figures and cultural groups had in transforming society / · I can describe the trade and transportation systems of various ancient societies.
· I can determine the impact the leaders of various societies had on the exchanges with other civilizations.
· I can explain how trade and transportation affected various civilizations.
· I can describe the nature of encounters between ancient civilizations.
· I can compare the nature of encounters between ancient civilizations and encounters between contemporary societies.
· I can explain how innovation and/or technology transformed trade and transportation in ancient societies.
**All the above I can statements can be used for all of the civilizations that students will study: Phoenicians, ancient Romans, the Byzantine Empire, the Vikings, the Incas, the Empire of Ghana, the Empire of Mali, the Songhai Kingdom, the Han Dynasty, and the Mongols.
6.G.1 Understand geographic factors that influenced the emergence, expansion and decline of civilizations, societies and regions over time (i.e. Africa, Asia, Europe, and the Americas).
· 6.G.1.1 Explain how the physical features and human characteristics of a place influenced the development of civilizations, societies and regions.
· 6.G.1.2 Explain the factors that influenced the movement of people, goods, and ideas and the effects of that movement on societies and regions over time.
· 6.G.1.4 Explain how and why civilizations, societies and regions have used, modified and adapted to their environments. / · I can identify the trade routes of various ancient societies.
· I can explain how the various societies used geography to their advantage.
· I can explain how the physical features of various civilizations influenced trade and transportation.
· I can explain the reasons why people, goods, and ideas moved in different societies over time.
· I can explain how and why civilizations have modified their environments for trade and travel.
**All the above I can statements can be used for all of the civilizations that students will study: Phoenicians, ancient Romans, the Byzantine Empire, the Vikings, the Incas, the Empire of Ghana, the Empire of Mali, the Songhai Kingdom, the Han Dynasty, and the Mongols.
6.G.2 Apply the tools of a geographer to understand the emergence, expansion and decline of civilizations, societies and regions.
· 6.G.2.1 Use maps, charts, graphs, geographic data and available technology tools to draw conclusions about the emergence, expansion and decline of civilizations, societies and regions.
· 6.G.2.2 Construct maps, charts and graphs to explain data about geographic phenomena. / · I can use maps, charts, graphs, and technology tools to draw conclusions about various civilizations.
· I can create maps, charts, or graphs to explain geographic data.
6.E.1 Understand how the physical environment and human interaction affected the economic activities of various civilizations, societies and regions.
· 6.E.1.1 Explain how conflict, compromise, and negotiation over the availability of resources (natural, human and capital) impacted the economic development of various civilizations, societies and regions / · I can list the resources that various societies used to trade and travel.
· I can explain how conflict and compromise over resources has impacted the economic development of various societies.
· I can assess the economic effects of trade and travel for various societies.
6.C.1 Explain how the behaviors and practices of individuals and groups influenced societies, civilizations and regions.
· 6.C.1.1 Analyze how cultural expressions reflected the values of civilizations, societies and regions (e.g. oral traditions, art, dance, music, literature, and architecture).
· 6.C.1.2 Explain how religion transformed various societies, civilizations and regions
· 6.C.1.3 Summarize systems of social structure within various civilizations and societies over time. / · I can explain how cultural practices were exchanged through trade and travel in ancient societies.
· I can explain how travel and the interaction of various societies impacted religious beliefs in ancient civilizations.
· I can explain how trade influenced social structures in various societies.
Essential Question(s):
What happens when cultures collide?
How are cultures affected by the exchange of ideas and innovations?
How might trade impact a civilization politically, socially, and economically?
What are the pros and cons of independence and interdependence?
How has trade between societies evolved over time?
How has geography impacted the interaction of various societies over time?
Concepts:
1) Travel
2) Trade
3) Transportation
Enduring Understanding(s): resource - NCDPI UNPACKING DOCUMENT
· Invasions, conquests, and migrations may have political consequences, economic consequences, social consequences, and technological consequences.
· Innovation and/or technology can have positive and/or negative consequences.
· Historical figures and cultural groups can have cultural influence, political influence, economic influence, and military influence.
· Physical features and human characteristics may influence the emergence, expansion and decline of civilizations, societies and regions.
· The movement of people, goods and ideas can affect a society or region culturally, politically, and economically.
· Maps, charts, graphs, geographic data, and available technology tools can be used to organize information around the five themes of geography.
· Competition over natural resources such as oil, water, wood and minerals often causes conflict.
· Conflict over the availability of natural, human and capital resources impacts economic development.
· Compromise and negotiation over the availability of natural, human and capital resources impacts economic development.
· Trading networks can influence economic development both negatively and positively.
· Leaders make economic choices that impact citizens’ quality of life.
· Cultural expressions can reveal the values of a civilization, society or region.
· The spread of religious beliefs can influence or alter societies, civilizations and regions.
· Stratified systems of social structure can affect the way a society’s people interact economically and socially.
Vocabulary:
Exchange / Encounter / Travel / Trade (Routes) / Transportation / Movement
Incan Empire / Cuzco / Andes Mountains / Pachacuti / Mita / Machu Picchu
Quipus / Oral Tradition / Runners / Phoenicians / Lebanon / Mediterranean Sea
Urban / Harbor / City of Tyre / Fleet / Carthage / Alphabet
Roman Empire / Empire / Augustus / Architecture / Engineering / Colosseum
Aqueducts / Circus Maximus / The Pax Romana / Hadrian / Byzantine Empire / Constantinople
Justinian / Justinian’s Code / Theodora / Byzantine Christianity / Vikings / Scandinavia
Norse / Longship / Raids / Leif Eriksson / Empire of Ghana / Niger River
Senegal River / Sahara Desert / Silent Barter / Merchants / Koumbi Saleh / Tax
Tribute / Tunka Manin / Almoravids / Empire of Mali / Sundiata / Mansa
Mansa Musa / Pilgrimage / Timbuktu / Mosque / Songhai / Gao
Berbers / Sunni Ali / Askia the Great / Djenne / Han Dynasty / The Silk Road
Luxury Goods / Network / Samarqand / Mongols / Invasions / Genghis Khan
Golden Horde / Caravan Trade / Regional (Exchange) / Intercontinental (Exchange)
Reading and Writing for Literacy and Interdisciplinary Connections
*RH.6.1 Cite specific textual evidence to support analysis of primary and secondary sources.
*RH.6.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge
*RH.6.3 Identify key steps in a text’s description of a process related to history/social studies
*RH.6.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
*RH.6.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
*WHIST 6.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes
*WHIST 6.9 Draw evidence from informational texts to support analysis reflection, and research
Evidence of Learning (Formative Assessments):
*Warm up journal (daily or weekly)
*Teacher observation during classroom activities
*Exit Slips
*Homework
*Daily Checks for Understanding / Summative Assessment(s):
*Teacher made test
*Projects (ideas listed in weekly plan)
Bottom of Form
Unit Implementation:
Week 1: Review of Movement (5 themes of geography)/Exchange and Encounter in the Incan Empire (6.H.1.1, 6.H.1.2, 6.H.1.3, 6.H.2.1, 6.H.2.2, 6.H.2.3, 6.H.2.4, 6.G.1.1, 6.G.1.2, 6.G.1.4, 6.G.2.1, 6.G.2.2, 6.E.1.1, 6.C.1.1, 6.C.1.3)
This unit will begin with a review of the geographic concept movement, which teachers can then connect to the concept of exchange. Then students will look at world issues or current events to give examples of how countries interact with each other, which teachers can use as examples of the concepts of encounter. Using one of the most recent content students have studied, the class will look at the travel, trade, and transportation of the Incan Empire. Students will examine how the Incan emperors interacted with newly conquered peoples. They will also look at the difficulty of traveling over the Andes Mountains and how the Incas navigated those difficulties to create such amazing sights as Machu Picchu. They will study the resources the Incas had and how they used them. Lastly, they will study how the empire organized itself in order to keep strong. After looking at this information, students may create a golden medallion representing the accomplishments of the Incas.
Resources for this week: Holt Western World Chapter 5 section 3, Mr. Donn’s Lesson Plans - http://incas.mrdonn.org/, National Geographic Incan Interactive Map - http://ngm.nationalgeographic.com/2011/04/inca-empire/interactive-map
Week 2: Exchange and Encounter in Phoenicia/Exchange and Encounter in Ancient Rome (6.H.1.1, 6.H.1.2, 6.H.1.3, 6.H.2.1, 6.H.2.2, 6.H.2.3, 6.H.2.4, 6.G.1.1, 6.G.1.2, 6.G.1.4, 6.G.2.1, 6.G.2.2, 6.E.1.1, 6.C.1.1, 6.C.1.3)
This week students will look at the main concepts within the Phoenician civilization. Students will first examine the geography of Phoenicia using a map and then label the map with the resources the Phoenicians used for trading. They will then use maps to identify the ways the trade networks expanded. Lastly, they will look at the creation of the Phoenician alphabet and its impact on the exchange of ideas. Students will really enjoy writing a message with the alphabet. They may write a note from a Phoenician sailor trading on the Mediterranean Sea. Students will then study another civilization that used the Mediterranean Sea to flourish – the Roman Empire. Students should look at the Romans as conquerors as well as traders. They need to identify the reasons the Roman army was so powerful. They will describe the relationship the Romans had with the (conquered) people of the Empire. Students will study the resources the Romans and how they used them. They will study how the empire organized itself in order to keep strong. Students will look closely at the creation of the roman road network and its impact on world exchanges. They may write a mini-play of two Romans meeting each other on a Roman road and their connections to the Empire.
Resources for this week: Holt Eastern World Chapter 5 section 4, Holt Western World Chapter 13 section 2, Prentice Hall Ancient World Chapter 7, Phoenicians – Alphabet - http://www.phoenician.org/alphabet.htm, Ancient Civilizations for Kids – Phoenicia - http://www.kathimitchell.com/ancivil.html#Phoenicia:, Who were the Phoenicians? - http://ngm.nationalgeographic.com/features/world/asia/lebanon/phoenicians-text.html, Mr. Dowling - http://www.mrdowling.com/609-carthage.html, Mr. Donn’s Lesson Plans - http://www.rome.mrdonn.org/, BBC - http://www.bbc.co.uk/schools/primaryhistory/romans/, Neok12 - http://www.neok12.com/Ancient-Rome.htm
Week 3: Exchange and Encounter in the Byzantine Empire (6.H.1.1, 6.H.1.2, 6.H.1.3, 6.H.2.1, 6.H.2.2, 6.H.2.3, 6.H.2.4, 6.G.1.1, 6.G.1.2, 6.G.1.4, 6.G.2.1, 6.G.2.2, 6.E.1.1, 6.C.1.1, 6.C.1.2, 6.C.1.3)
Students should review the decline of the Roman Empire and move forward to the creation of the Byzantine Empire. They will learn about emperor Justinian and his encounters with the people of his empire. As they examine the Justinian Code, they will compare the people who supported emperor Justinian and those who rose up against him, discussing how exchanges are not always positive. They will also recognize the role empress Theodora played in saving the emperor’s throne. It is an excellent opportunity to mention other strong female figures in history and today. They should also focus on Constantinople and its strategic location. As they study the achievements of the Byzantine Empire, students should determine the effects of outside influence as well as the effects the Empire had on other places. To bring all the information together, students will create a timeline that illustrates the empire.